1 / 30

Presented by Carol Woltring, MPH Executive Director Center for Health Leadership and Practice,

How Does Your Garden Grow: Cultivating Successful MCH Leaders CityMatCH Conference 2007 Denver, CO August 27, 2007. Presented by Carol Woltring, MPH Executive Director Center for Health Leadership and Practice, Public Health Institute.

abril
Download Presentation

Presented by Carol Woltring, MPH Executive Director Center for Health Leadership and Practice,

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. How Does Your Garden Grow:Cultivating Successful MCH LeadersCityMatCH Conference 2007Denver, COAugust 27, 2007 Presented by Carol Woltring, MPH Executive Director Center for Health Leadership and Practice, Public Health Institute

  2. Many state and local governments are reporting that up to 45% of their public health workforce is eligible for retirement over the next five years (2003-2008) -State Public Health Worker Shortage Report ASTHO, 2003

  3. CityMatCH Demographic Study 2004 • The typical (modal) CityMatCH representative is white (74% of respondents), and female (82%). • Racial and gender distributions were not significantly different from the 1998 assessment, however the age distribution shifted as the most common age range of our membership moved from 40-49 in 1998 to 50-59 in 2004. • Members are well-educated, with more than half (55%) possessing two or more professional degrees, and 63% having attained a master’s degree or higher. Source: CityMatCH

  4. Years In Public Health 86% of respondents have been in public health for 10 or more years (compared to 81% in 1998) Source: CityMatCH

  5. Pediatric Nursing Educators (Study by Barbara Leonard et. al. – Presented at APHA, 2006) The Study • 191 Deans and 237 Pediatric faculty responded to the Survey Findings • 50% of the Deans and 70% of the Pediatric Nursing faculty reported a shortage of Pediatric Nursing faculty. • 72% of the current Pediatric Nursing faculty are over 45 years. • Great concern over anticipated retirements without increase in replacements. • Competitive salaries and active mentoring programs cited as important factors in retention and recruitment of new faculty • A shortage of Pediatric Nursing educators has important consequences for the preparation of the next generation of MCH Nurses

  6. Succession Planning Defined • Succession Planning is a deliberate and systemic effort to project leadership requirements, identify a pool of high potential candidates, develop leadership competencies in those candidates through intentional learning experiences, and then select leaders from among the pool of potential leaders. • Succession Planning is a long term strategic initiative that ensures that the right staff are in the right jobs at the right times. It ensures the continued effective performance of an organization by establishing a process to develop and replace key staff over time.

  7. Succession Plan Defined (cont.) It helps an organization to answer key questions: • What are the critical positions in this organization that, if left unfilled, could undermine the performance of the organization’s success? • What do we know about the anticipated turnover of personnel due to retirements over the next five years? Where are the “hot spots” in the organization? • Who will move into this key position when _____ retires? • _______ could move into any one of these three management positions. If she accepts one, who will replace her? Is this the best position for ____’s skill set? • How do we keep ______ from leaving if he does not get his promotion? • How can we get more cultural diversity among employees in key positions?

  8. A Succession Planning Model Step 3: Develop the Succession Management Plan Step 1: Finalize Scope and Approach Step 2: Gather Data Step 4: Implement and Evaluate the Plan Analysis of current context and Finalize Purpose and Scope of Plan and Activities • Obtain and analyze HR retirement data • Determine “hot spots” and “critical” positions • Conduct gap analysis and determine future needs • Priorities • Urgent Issues • Longer range issues Start on X date • Major Components: • Leadership Development System • Retention Strategies • Recruitment Strategies

  9. Sponsorship at the Top Level is critical

  10. Link between Succession Planning and Leadership Development, Recruitment and Retention

  11. Recruitment and Retention – realities and opportunities

  12. Importance of Developing a Culture (in your organizations and field) of Caring and Coaching: Generational differences and expectations

  13. Mentoring and Coaching Different GenerationsGenerational Perspective

  14. Leadership Development • The top leaders need to “walk the talk.” • Developing emerging leaders is critical.

  15. What is Mentoring? Mentoring is a process in which an experienced individual helps another person develop her or his career goals and skills through a series of time-limited, confidential, one-on-one conversations and other activities. While mentors can provide invaluable motivation, connections, coaching and advice, they do not have direct responsibility and accountability for a participant’s professional or personal development, or job performance. Mentoring is initiated by the protégé around getting help to attain his or her professional goals. The protégé is responsible for “managing” the relationship and assuring his/her goals are achieved.

  16. Mentors/Mentoring and Coaches/Coaching Key Differences: • Mentors are self-selected by protégés; coaches are not necessarily self-selected (e.g. a line supervisor). • Mentoring usually includes long-range professional development support; coaching is more often focused on immediate or short term goals (but not always). • Mentoring for achievement of professional goals is usually initiated at the protégés option; coaching for performance improvement may be initiated by a supervisor. • Mentors are not accountable for job performance; coaches may be accountable. • A mentoring relationship includes coaching; a coaching relationship might not include mentoring.

  17. MentoringA Continuum of Approaches • Informal… • Incorporate into existing interactions • More formal … • Individuals ask, are offered mentoring relationships • Formal • Organized Structured Programs Mentoring Informal Formal

  18. Exercise:Someone to Watch Over Me • Think about the last time someone really helped you, mentored you, “watched over” you – what did it feel like? • What did you enjoy about it? • What happened? How did you benefit? Discuss your experience in pairs (10 minutes) Group discussion (10 minutes)

  19. Key Mentoring Program Design Features • Mentoring program coordinator assigned • Clear description of program and commitments of Protégés and Mentors • Training for Protégés and Mentors • Use of Mentoring Agreements by Mentors and Protégés • One year commitment recommended • Use of Mentoring Guides

  20. Key Mentoring Program Design Features, continued… • Use of a Leadership Development Plan format • Check-ins by coordinator with groups of Protégés and Mentors (separately) for sharing of experiences, peer support, networking and “spot check” feedback and evaluation for coordinator – at least 3 times during the year. • Closure celebration at the end of the year • Testimonials (good for evaluation) • Evaluation of program and experience by Protégés and Mentors

  21. Why Understanding the Generations is so Important • The increasing rate of change • People are living and working longer • Demographic shifts influence attitudes toward work • A “talent gap” is looming

  22. Generations The “skilled worker gap” will grow to 5.3 million by 2010, and to 14 million by 2020. -National Commission for Employment Policy

  23. Framing the Generations • 1900 – 1945 • 75 MILLION • 1946 – 1964 • 80 MILLION • 1965 – 1981 • 46 MILLION • 1982 – 2000 • 76 MILLION Traditionalists Baby Boomers Generation X Millennials

  24. Generations 65% of respondents agreed generation gaps make it hard to get things done at work. - BridgeWorks’Survey

  25. Generations The definition of a clash point: An issue the generations view from four very different perspectives.

  26. Clashpoints Many issues can be affected by generational diversity… • Turnover • Recruitment • Morale • Team building • Communication • Client service • Culture change • Diversity • Rewards • Feedback • Employer of Choice • Organizational objectives

  27. Jot Your Thoughts • A generation gap you have noticed at work • Where your team experiences gaps

  28. Carol Woltring Executive Director Center for Health Leadership and Practice Public Health Institute 555 – 12th Street Oakland, CA 94607 510.285.5586 cwoltring@cfhl.org Visit our website for a free download copy of Guides for Mentors and Proteges www.cfhl.org Thank You!

More Related